Continuous professional development: An overview from English language teachers in east Kalimantan

The purpose of the study was to explore how continuous professional development is conducted, who conducts it, and the factors that influence it. According to the laws of the Republic of Indonesia, teaching is a professional job that requires certain educational and training qualifications so that teachers can become professional personnel. By seeing the importance of professionalism in this work and in order to see the picture of the CPD of teachers in East Kalimantan, this research is important to carry out. This research uses a qualitative case study method. The subjects of this study were teachers (n=10) from ten schools in Samarinda, Kutai Kartanegara, and Balikpapan. Data were collected using a CPD questionnaire and interviews. The data obtained were analysed and presented with descriptions and tables or charts. The data indicated that most of the teachers participated in the study are aware of the components of professional teacher indicated from the government laws. The study also reveals how the CPD is conducted by different stakeholders. Some suggestions are proposed based on the results of the study

Understanding cultural diversity in technology use: Systematic review supporting SDG4

Digital technologies provide cross-cultural communication skills and facilitate students’ learning process. Cultural factors significantly influence students’ interactions with technology. There is limited exploration of how technology can be specifically adapted to address cultural differences in education. This research aims to investigate how cultural differences affect students’ digital technologies and learning process. This type of research is systematic literature review use bibliometric analysis. Data was collected from the Scopus database in December 2024, focusing on crosscultural learning. This study covers integrating several digital technologies in various regions, including North America, Africa, and Eurasia. Cultural differences significantly impact student learning, especially when technology is integrated. To create inclusive learning environments, educators and institutions must understand and address these cultural nuances, adjusting digital technologies to consider cultural values, learning styles, communication patterns, and attitudes

文化工具做為教與學之分析架構：一個文學圈的實例探討

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Continuous professional development: An overview from English language teachers in east Kalimantan

The purpose of the study was to explore how continuous professional development is conducted, who conducts it, and the factors that influence it. According to the laws of the Republic of Indonesia, teaching is a professional job that requires certain educational and training qualifications so that teachers can become professional personnel. By seeing the importance of professionalism in this work and in order to see the picture of the CPD of teachers in East Kalimantan, this research is important to carry out. This research uses a qualitative case study method. The subjects of this study were teachers (n=10) from ten schools in Samarinda, Kutai Kartanegara, and Balikpapan. Data were collected using a CPD questionnaire and interviews. The data obtained were analysed and presented with descriptions and tables or charts. The data indicated that most of the teachers participated in the study are aware of the components of professional teacher indicated from the government laws. The study also reveals how the CPD is conducted by different stakeholders. Some suggestions are proposed based on the results of the study.</jats:p

Continuous professional development: An overview from English language teachers in east Kalimantan

The purpose of the study was to explore how continuous professional development is conducted, who conducts it, and the factors that influence it. According to the laws of the Republic of Indonesia, teaching is a professional job that requires certain educational and training qualifications so that teachers can become professional personnel. By seeing the importance of professionalism in this work and in order to see the picture of the CPD of teachers in East Kalimantan, this research is important to carry out. This research uses a qualitative case study method. The subjects of this study were teachers (n=10) from ten schools in Samarinda, Kutai Kartanegara, and Balikpapan. Data were collected using a CPD questionnaire and interviews. The data obtained were analysed and presented with descriptions and tables or charts. The data indicated that most of the teachers participated in the study are aware of the components of professional teacher indicated from the government laws. The study also reveals how the CPD is conducted by different stakeholders. Some suggestions are proposed based on the results of the study

國小低年級教師轉化國語科讀寫教學之探究 Exploring a Lower Grade Teacher’s Pedagogical Transformation of Reading and Writing

學科教學知識的研究多集中在科學及數學，少數以第二語言或外語學習；至於國語文領域，特別是要為讀寫能力奠基的國小低年級研究則佔極少數。本研究以一位資深國小低年級教師為例，探究其在教學前、教學中、教學後的教學推理歷程，分析其轉化成功與否之原因。 本研究參與者為盈芬老師（化名），在同一所學校的低年級任教 15 年。研究進行近一年時間。教師於教學前分析教材並撰寫教案，與研究者討論後再調整；教學進行中由研究者觀察並錄影記錄，教學後再進行一次訪談，瞭解教師對教學的反思，並寫成研究札記。 本研究是以其中文體相近的三個單元做為主要分析對象。分析時反覆比較資料，標示教學轉化，並對比其教學行動及反思，理解其教學推理及決定。 研究發現教師在轉化原型教材為教學教材的歷程中，形式表徵的轉化較主題內容順利。低年級學生不易理解抽象概念及感受，教師使用問答進行教學時屢屢受挫，最後以演戲及體驗進行轉化才順利達成教學目標。而在寫作方面，教師均以課文延伸的清楚結構引導，逐步加入學生熟悉的生活題材，鼓勵學生以圖畫、注音和國字表達思考，值得低年級教師參考。 Related research on pedagogical content knowledge (PCK) is mostly in the field of science and mathematics, with few investigations into ESL/EFL or foreign language learning, and even fewer on language arts in Chinese language in lower elementary grades. This study explored the pedagogical transformation and reasoning of an experienced first-grade teacher before, during, and after her teaching of reading and writing and analyzed why the transformation succeeded or failed. The research participant is Ms. Yin-Fen (pseudonym), a veteran of fifteen years at the same school teaching the lower grades. The study lasted for almost one year. The teacher first transformed the content of the textbook into lesson plans and then was interviewed about her plans. During the teaching, the class was videotaped and audiotaped, as well as observed. After each lesson, the researcher interviewed the teacher again about her evaluation and reflection. This study picked three units in the same genre to analyze. All data were transcribed and analyzed using the constant comparison method between the plan and action to better understand the teacher’s pedagogical reasoning and decision, and why the transformation was successful or not. The results show that the transformation on the genre schema was more successful than the content/theme. The lower graders had difficulties in understanding abstract concepts when the teacher used questioning techniques. It was not until drama and experiential activities were applied that the students came to understand the content better. In terms of writing, the teacher gradually added themes related to students’ experiences after they had managed the genre schema. The teacher also encouraged students to express themselves in writing through drawing, Mandarin Chinese phonetic symbols, and characters, which are worth noting for other lower grade teachers

運用Lee Shulman 教學推理與行動模式分析 國小教師國語教學知識之轉化 Applying Lee Shulman’s Model of Pedagogical Reasoning and Action to Analyze the Transformation of Elementary School Teachers Teaching of Chinese Language Arts

國語教學是奠定學生學習的基礎。然因國語教學內容龐雜，學科知識結構不確定，不易體察教學現場的複雜多變和解決教學問題。因此，本研究以Lee Shulman「教學推理與行動模式」為架構，透過互動取向質性研究方式，觀察四位國小教師經由教學轉化，建構學科教學知識（Pedagogical Content Knowledge, PCK）歷程。研究者並以個人實踐知識輔佐教師，藉由分析十二則教學案例，建構深化的「國語教學推理與行動模式」，作為檢核國語教學之工具。研究發現如下：一、國語教學須經「教學前教材轉化」、「教學中教法轉化」、「教學後省思」三階段，具循環遞迴（recursive）現象。其中的教學前教材轉化是教學推理與行動核心；教師教學重在「學習者」理解，且須隨時反省及改變策略；最後依據個案教學歷程，建構「國語教學推理與行動模式」。二、教師的學科內容知識、教學知識、學生特性知識是建構PCK 的關鍵；實踐知識有助於教學轉化；且教學轉化須植基於教師的基礎知識。三、教師先備知識、專家教師介入，及教材、學校文化因素，對教師教學推理與行動皆有影響。四、國語教學轉化須植基於「課文本位」（textbook-based）。因此建議教師須增強學科內容知識，透過「國語教學推理與行動模式」檢核教學，提升教學轉化能力，建構學科教學知識。 Chinese language arts build the foundation where students consolidate their learning, but, due to the complex contents of its teaching and the yet-to-be-discovered structure of subject knowledge, it is not easy to understand the complex and ever-changing nature of such teaching as well as to solve related teaching problems. In light of that, this qualitative research took an interactive approach to identify and understand four elementary school teachers’ teaching transformation and their construction of pedagogical content knowledge (PCK) by using Lee Shulman’s Model of Pedagogical Reasoning and Action as the theoretical structure. The researcher also provided assistance to the teachers with personal practice knowledge, coming up with twelve cases of their teaching to further facilitate the understanding of “pedagogical reasoning and action model for Chinese language arts teaching” and to evaluate the teaching of this subject. The research findings are as follows. 1. The teaching of Chinese language arts is recursive among three stages - the pre-teaching transformation of teaching materials, the during-teaching transformation of teaching methods, and the post-teaching reflection-among which the first one is the core of pedagogical reasoning and action. All four teachers have properly implemented their knowledge about the learners and were able to reflect and change their strategies at any time in terms of teaching. A “pedagogical reasoning and action model for Chinese language arts teaching” was established in accordance with these teaching cases. 2. The content knowledge, pedagogical knowledge, and knowledge of students’ characteristics possessed by a teacher are extremely crucial in regards to the establishment of their PCK. Practice knowledge did help with teaching transformation whereas the teaching transformation must be based upon the teacher’s basic knowledge. 3. Factors, such as prior knowledge of teachers, the intervention of expert teachers, teaching materials, and school culture, did influence the pedagogical reasoning and action of teachers. 4. The transformation of Chinese language arts teaching must be textbook-based. It is here for suggested that teachers should enhance subject content knowledge, check their teaching through the “pedagogical reasoning and action model for Chinese language arts teaching” to improve their teaching transformation ability, and construct pedagogical content knowledge

Online Learning amid COVID-19 Pandemic: Providing Assessment that Ensures Meaningful Learning Experience

The paper aims to explore how assessment with principles can be utilized by a teacher during online learning in pandemic situation. Since at the end of year 2019, SARS-CoV-2 virus, also well-known as COVID-19, has affected the global activities including education. Many governments decided to shift the education process from traditional face-to-face classroom to online learning either in synchronous or asynchronous modes. By utilizing systematic review as a method of study, the databases from ERIC, Google Scholar, and DOAJ were used to collect some articles that were related to the studies. These articles were selected through the process of identifying, screening, checking for eligibility, and deciding for inclusion. The findings indicated there are some modes of assessment that not only is it plausible, the varied kinds of assessment would also be a solution for the current real-life educational problems faced by the teachers.</jats:p

Bizonplast, a unique chloroplast in the epidermal cells of microphylls in the shade plant Selaginella erythropus (Selaginellaceae)

Study of the unique leaf anatomy and chloroplast structure in shade-adapted plants will aid our understanding of how plants use light efficiently in low light environments. Unusual chloroplasts in terms of size and thylakoid membrane stacking have been described previously in several deep-shade plants. In this study, a single giant cup-shaped chloroplast, termed a bizonoplast, was found in the abaxial epidermal cells of the dorsal microphylls and the adaxial epidermal cells of the ventral microphylls in the deep-shade spike moss Selaginella erythropus. Bizonoplasts are dimorphic in ultrastructure: the upper zone is occupied by numerous layers of 2–4 stacked thylakoid membranes while the lower zone contains both unstacked stromal thylakoids and thylakoid lamellae stacked in normal grana structure oriented in different directions. In contrast, other cell types in the microphylls contain chloroplasts with typical structure. This unique chloroplast has not been reported from any other species. The enlargement of epidermal cells into funnel-shaped, photosynthetic cells coupled with specific localization of a large bizonoplast in the lower part of the cells and differential modification in ultrastructure within the chloroplast may allow the plant to better adapt to low light. Further experiments are required to determine whether this shade-adapted organism derives any evolutionary or ecophysiological fitness from these unique chloroplasts

Bizonoplast a unique chloroplast in the epidermal cells of microphylls in the shade plant Selaginella Erythropus (Selaginellaceae)

Copyright © 2007 Botanical Society of America, Inc.Chiou-Rong Sheue, Vassilios Sarafis, Ruth Kiew, Ho-Yih Liu, Alexandre Salino, Ling-Long Kuo-Huang, Yuen-Po Yang, Chi-Chu Tsai, Chun-Hung Lin, Jean W. H. Yong and Maurice S. B. K